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Water: It's important! by Mind Map: Water: It
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Water: It's important!

Day 1: We need H2O

Water is important in community

Plants in community need water, Ongoing observation/experiment: 2 flower pots. One will get water daily (circle time) and one will not. Students conduct daily observations, making notes and drawings in their journals about how the plants change. Teacher takes and posts digital pictures over course of week to show changes

Community visitor: Fireman, Imaginative play: Add fireman props to play area

Writing: Thank you letter to Fireman for visiting class

Water keeps us cool

Literature: Wet Dog! by Elise Broachman (w/repeating text and movements) to be read throughout week, Add props to literacy play area

Squirt bottles added to playground time, Math extension: grown-ups in charge of squirt bottles. Prompt students "How many squirts do you want?" Student to provide number

Day 2: Forms of H2O

Bodies of water

Types: Rivers, streams, ponds, lakes, oceans, waterfall, pool (show pictures and video), Literature: In the Small, Small Pond by Denise Flemming

States of water (liquid, solid)

Snack-time, Students get a cup of water at snack, Students get a cup of ice chips with snack

Music Discovery: Tuned water glasses

Have one set of tuned glasses (water at different levels to create different sounds) for students to play with

Have two or three stations for "Create your own" tuned water glasses. These stations should have water glasses, pitchers for water, towels, spoons and other objects to create tapping sound, and a grown-up to supervise, Math experience: Use standard measuring cups as props to measure water for glasses

Students make ongoing observation/notes about 2 plants (See Day 1)

Math/Science experience: How many (objects) does it take to make this bowl overflow?

Teacher has bowls full of water and objects to add to each bowl (pennies, unifix cubes, bouncy balls, etc)., (1) Students meet as a whole group to look at the bowl and the object to be added, (2) Students make estimate as a small group "how many (objects) until it overflows? Write # on whiteboard, extension: As a whole group, graph each group's estimate and compare, make additional hypotheses, (3) As a whole group students count aloud as teacher adds in objects. Stop counting when bowl overflows., (4) Students go to small group, discuss what happened, and record the number on corresponding clipboard paper, (5) Students figure out the difference between their estimate and the actual number.

Day 3: Water in the World Around Me

Water around our community

Nature walk around neighborhood or around school campus, Measure length of observable water features using non-standard measurements, such as feet or hands

Where can I find water?, Look at community map of water features-lakes, ponds, etc.

Water represented on the globe

Water represented on a map

Studio art: Watercolors

Class discussion and review of bodies/types of water

Each student responds by making a watercolor picture of himself/herself doing something with water (ie at beach, at pool, with hose)

Teacher calls special attention to how water changes the watercolors into useful art materials

Students make ongoing notes/observations about 2 plants (See Day 1)

Water and Weather (Rain)

Literature: The Rainy Day by Anna Milbourne

water safety

Day 4: Water Changes Things

Science: This + water = ?

Students conduct experiments/ observations about a material before (no water) and after (adding water) in small groups of 3-5 students, Materials: sugar cube, sponge, cornstarch, dirt, quarter, bread, plastic cup, rubber duck, paper, Writing: Students make drawings and write about what they observe before/after during experiment, Math: Students use measurement tools like rulers and measuring tape to look for changes in objects


Beverage: Mix koolaid by adding water as a group, Show students "dry ice" (Discuss safety) and add to koolaid pitcher for fun

Cooking: make pudding by adding water (and refrigerating) about an hour before snack

Literature: I Get Wet! by Vicki Cobb and Julia Gordon

Students make ongoing notes/observations about 2 plants (See Day 1)

Day 5: Water Is Healthy

Important for human survival

World Around Us: Pictures and stories of places that don't have clean water

Water for your body

Water for your teeth

Water conservation, Community visitor: Az Water Conservation Org., water cycle

Important for animal survival

Shows photos of animals drinking water

Discuss/show photos of animals that live in water, Literature/Song: Pop-up Book "Ocean" by Jack Tickle (Use with adapted "In the Jungle Song"....In the Ocean, the mighty ocean the (animal) sleeps tonight)

Students make ongoing notes/observations about 2 plants (Day 1)

Final class discussion about what happened to plant without water from daily observations (See Day 1 for more explanation)

Super-Scientists share in small groups. Class breaks into groups of 4-5 students. Each student gets a turn in special chair to share their journal from the week and take questions